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"developing readers"
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Magnets
Use your reading superpowers to learn all about the magic of magnets - a high-quality, fun, non-fiction reader - carefully levelled to help children progress.
Book
The effect of morphology on spelling and reading accuracy: A study on Italian children
In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs non-derived words). Morphemic words could also vary for the frequency (high vs low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.
Journal Article
Secret life of trees
'The Secret Life of Trees' is a reader all about things you may not know about trees! Which three is the oldest living thing? Which is the tallest? What animals call trees their home, and where is the tree's hidden half? The engaging text has been carefully levelled using lexiles so that children are set up to succeed.
Book
Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task
Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far have led to inconsistent results. In this work, beginning and intermediate European-Portuguese (EP) developing readers performed a sandwich masked lexical decision task in which CV (e.g., RU.MOR[rumour]) and CVC (e.g., CIS.NE[swan]) first-syllable EP words were preceded either by syllable congruent (e.g., rum.ba-RU.MOR, cis.ra-CIS.NE), syllable incongruent (e.g., rum.ba-RU.MOR, ci.ser-CIS.NE), unrelated (e.g., va.cra-RU.MOR, zar.vo-CIS.NE) pseudowords primes, or identity (e.g., ru.mour-RU.MOUR, cis.ne-CIS.NE) primes. Results showed reliable syllable effects only for intermediate readers and for CV and CVC words alike. Findings are discussed attending to current models of visual word recognition.
Journal Article
Homes around the world
A reader all about how the local climate, materials and culture in different parts of the world change how people live.
CHILDBOOK
Literacy effects on artificial grammar learning (AGL) with letters and colors: evidence from preschool and primary school children
Literacy affects many aspects of language and cognition, including the shift from a more holistic mode of processing to a more analytical part-based mode of processing. Here we examined whether this shift impacts the ability of preschool and primary school children to learn the rules underlying a finite-state grammar using an artificial grammar learning (AGL) paradigm implemented with either linguistic (letters) or non-linguistic (colors) materials to further examine if children’s AGL performance was modulated by type of stimuli. Both tasks involved a training phase in which half of the preschool children and half of the primary school children were exposed to a set of either letter or color strings without any information about the rules underlying the construction of those strings. Later, in the test phase, they were asked to decide whether a new set of letter or color strings conformed to those rules to test grammar learning. Results showed that only primary school children showed evidence of learning, and, importantly, only with colors. These findings seem to support the view that learning to read promotes reliance on smaller linguistic units that might hinder the ability of first-graders to learn the rules underlying finite-state grammars implemented with linguistic materials.
Journal Article
Poisonous and venomous animals
Use your reading superpowers to learn all about less than friendly animals - a high-quality, fun, non-fiction reader - carefully levelled to help children progress.
Book
Reading Behaviors through Patterns of Finger-Tracking in Italian Children with Autism Spectrum Disorder
The paper proposes an ecological and portable protocol for the large-scale collection of reading data in high-functioning autism spectrum disorder (ASD) children based on recording the finger movements of a subject reading a text displayed on a tablet touchscreen. By capitalizing on recent evidence that movements of a finger that points to a scene or text during visual exploration or reading may approximate eye fixations, we focus on recognition of written content and function words, pace of reading, and accuracy in reading comprehension. The analysis showed significant differences between typically developing and ASD children, with the latter group exhibiting greater variation in levels of reading ability, slower developmental pace in reading speed, less accurate comprehension, greater dependency on word length and word frequency, less significant prediction-based processing, as well as a monotonous, steady reading pace with reduced attention to weak punctuation. Finger-tracking patterns provides evidence that ASD readers may fail to integrate single word processing into major syntactic structures and lends support to the hypothesis of an impaired use of contextual information to predict upcoming stimuli, suggesting that difficulties in perception may arise as difficulties in prediction.
Journal Article
Save the climate
A motivating introduction to using essential non-fiction reading skills, this title focuses on the causes and effect of climate change. Children will love to find out about why global warming happens, what it means for our climate, and what they can each do to help save the climate.
CHILDBOOK
Turning frogs into princes: can children make inferences from fairy tales?
Background
This study investigates children’s ability to generate inferences from narratives containing counterfactual information.
Methods
39 typically developing readers (mean age 10; 05) completed an on-line task in which they were asked to read short passages, followed by sentences which they had to judge as true or false. The sentences pertained to either a causal inference or a static inference that could have been made during the reading of the passage. The passages and corresponding sentences were either true in terms of real world knowledge, or were presented as fairy tales.
Results
Results indicated that overall children responded faster and more accurately to sentences related to causal inferences than to static inferences. Responses to both types of inferences were slower in the ‘fairy story’ condition.
Conclusions
Children’s pattern of inference generation appears to be the same irrespective of the factual basis of the passage. However, responses to sentences based on inferences in the preceding passage are slower in fairy stories.
Journal Article